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@bobbymurray232.bsky.social

Educator, School leader, my views are most definitely my own 🤔

241 Posts215 Follower380 Folgt
Sue Cowley@suecowley.bsky.social · 4w ago

Nobody 'needs' a salary of over £10k a month like Moynihan. This idea that 'great people' will only do a job if the pay is high enough is insulting to the majority of people in education on normal wages. A football manager mentality has no place in education. schoolsweek.co.uk/over-180-aca...

Over 180 academy bosses earn above Labour's £174,000 cap

Union boss says schools are struggling while salary 'gravy train' allows CEOs to get bumper rises

schoolsweek.co.uk

Christian Moore-Anderson@cmooreanderson.eurosky.social · last mo.

Teaching Meaning's already earned 4.83⭐ from 17 ratings. This is a disruptive book. The EduCognitivist movement read research on study techniques & recreated the lesson in their image. I dig wider into cognitive science to create a model, not of study techniques, but of the lesson itself.

The book cover and rating of Teaching Meaning on the website goodreads.com
Stuart Rowntree@primarythink.bsky.social · last mo.

This is exactly it. We judge schools too much as isolated units, not as actors in a local system... A school that holds complexity, includes vulnerable pupils & does hard work of keeping them meaningfully in education is doing something accountability barely sees.

@bobbymurray232.bsky.social · 2mo ago

Another insightful read…as well as the contextual control vs autonomy issue wouldn’t it be useful to consider generating an environment where teachers want/ are able to spend more time reflecting, planning and tweaking- as well as training on the intellectual underpinnings of curricula design?

Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

New post: ● The problem with "teaching consistency" ● christianmooreanderson.com/the-problem-... #EduSky #UKEd

A graph with two axes: X = Collectively gain capacity (discretionary capacity made available by coordinating a way of teaching). Y = Teacher's retained autonomy (discretionary capacity still available for coordinating a way of doing a curriculum). There are two positions with higher teacher autonomy than collectively gained capacity: Siloed teaching, and systems in which there are shared general ideas. The other positions gain more from coordinating. Shared scripts gives the worst outcome in terms of collectively gained capacity and teacher autonomy (giving the system a low capacity). Shared curricular EdTech platforms reduce the teacher's autonomy to low levels also, but can offer greater capacity through, for example, compiling lots of data on learning. Shared lesson structures and activities across teachers retains some teacher autonomy (the teacher can still decide what to say and do in lessons), and there are some gains from collective capacity through the networked sharing of ideas and resources. Finally, the best position for preserving teacher autonomy and gaining from coordination is a system of shared teacher principles and emergent resources. All is explained in the post.
@bobbymurray232.bsky.social · 2mo ago

Don’t forget the taking credit for the things that you are already doing that actually helps…some of the RISE team work springs to mind.

Ben Newmark@bennewmark.bsky.social · 2mo ago

Experts at hand to come for a little bit of and tell us what we need to do to be more inclusive and then leave again with no accountability for whether what they tell us to do works. Brilliant. SEND: DfE sets out how 'experts at hand' service will work share.google/a6ust0hSusjK...

@bobbymurray232.bsky.social · 2mo ago

Brilliant article if only more policy makers did a bit more thinking about their aims and the actual outcomes of their choices!

David Didau@didau.bsky.social · 2mo ago

Systems should be judged by what they do, not what they say they’re for. If inspection rewards performance, compliance and fear, schools will learn to perform, comply and fear. The alternative isn’t less accountability, it’s intelligent accountability: open.substack.com/pub/daviddid...

AR@psalisbury.bsky.social · 4mo ago

Talking to more and more Heads that are struggling to cope with the demands of the job. I'm convinced we need to redesign our roles, acutely assess how we spend our time, re-evaluate priorities and change. We can't work the way we did 5 or 10 years ago, the game has changed.

Christian Moore-Anderson@cmooreanderson.eurosky.social · 4mo ago

There are aspects of the EduCognitivist movement that reflect Taylorism: "Every second counts". This is defensible within the assumptions that schools function like production lines: the goal is the most efficient transmission of knowledge from head to head. But, learning doesn't happen this way.

Sue Cowley@suecowley.bsky.social · 4mo ago

Imo there has to be a recognition that teachers cannot be 'on' 100% of the time because it's too exhausting. I've just seen someone saying that everyone must be learning 100% of the time in class. This kind of fervent, unrealistic claim is not good for staff or children's wellbeing or mental health.

Sue Cowley@suecowley.bsky.social · 4mo ago

Imo there has to be a recognition that teachers cannot be 'on' 100% of the time because it's too exhausting. I've just seen someone saying that everyone must be learning 100% of the time in class. This kind of fervent, unrealistic claim is not good for staff or children's wellbeing or mental health.

@bobbymurray232.bsky.social · 4mo ago

Absolutely brilliant article that rightly brings self-reflection, complexity and uncertainty back into pedagogical discourse. Not to mention a healthy dose of Wittgenstein style language perspectives thanks @cmooreanderson.bsky.social

Christian Moore-Anderson@cmooreanderson.eurosky.social · 4mo ago

Sad to see that Australia is now going through the same sad period of dogma from an "evidence-based" group of people. LinkedIn suggests that is, once again, a lot of discontent. This post offers a way out of the mess, and into more productive dialogue: christianmooreanderson.com/evidence-bas...

@bobbymurray232.bsky.social · 4mo ago

Not the first time this has been raised- the inequity created when the rest are left to deal with all the most vulnerable and complex is very real.

The Sutton Trust@suttontrust.bsky.social · 4mo ago

🚨 NEW: Top performing secondary schools are effectively shutting out disadvantaged pupils with special educational needs. Our new polling suggests this is often a deliberate strategy to limit the numbers of these pupils coming through their school gates 🧵⤵️

Michael Tidd @michaelt1979.bsky.social · 5mo ago

schoolsweek.co.uk/fury-as-ofst... There are heads around like this - presumably raised in Michael Wilshaw's image - who think that you can just demand and bully success from things by being "tough" or "unapologetic". The damage they cause goes unregistered in the all-powerful data.

Fury as Ofsted digs in on ‘low expectations’ barb

Oliver told the ASCL conference he would 'never acquiesce to the quiet curse of low expectations'

schoolsweek.co.uk

Sue Cowley@suecowley.bsky.social · 5mo ago

I think there's a very important lesson in this for educators. I always mention aphantasia when I'm doing sessions on adaptive teaching. Quite a lot of people don't even realise they have it.

Dr Suzy J Styles@suzyjstyles.bsky.social · 5mo ago

Once a year I ask my students to imagine a red star. It’s cognitive psychology and we are about to talk about whether “imagery” is the same or different from “perception”, but first, I like to check in on what our class experience when we imagine something. Friends, the results NEVER disappoint!

A digital pinboard showing six options. Ranging from 1. Nothing. 2. A vague outline with no/barely any colour. To 5. A vivid red star and 6. Something more elaborate. 35 people respond as “imagers” (Options 4-6). 6 people show aphantasia (Options 1-2), with one person selecting ‘nothing’. In the comments section for “nothing”, someone has asked “hello one friend. How do you imagine things?” The reply says “I think of concepts (weepy-face) can’t see things in my mind”
Victoria Crooks@victoriacrooks.bsky.social · 5mo ago

I would encourage all #historyteacher colleagues to engage with this book. There are 6 enquiries explained in the book (with resources available for all) uclpress.co.uk/book/teachin... #HTEN2026 #HistoryEducation #TeacherEducation

Teaching Slavery

Teaching Slavery offers ground-breaking research and practical guidance for teaching Britain’s role in transatlantic slavery. Combining historical analysis with classroom strategies, it equips educato...

uclpress.co.uk

@bobbymurray232.bsky.social · 5mo ago

Horrendous story not just because of the arbitrary and unwarranted book banning, but the complete lack of regard that seems to have been paid to neurodivergent staff and pupils too.

Mark Goodrich@markgoodrich.bsky.social · 5mo ago

Some of the book banning stories from the UK I have seen have been a bit over-dramatised but this one is thoroughly documented and absolutely horrendous. Not just the book banning but the hounding out of a dedicated librarian on spurious safeguarding grounds. There must be consequences.

@bobbymurray232.bsky.social · 5mo ago

This is why I love the discipline of History and why it is so important in today’s society- which other discipline so clearly demonstrates how flawed assumptions, lack of a complete picture and retelling can erroneously shape millions of people’s facts!

Jack Blackburn@hackblackburn.bsky.social · 5mo ago

BIG history news this morning Harold Godwinson’s famous march where he sped from Stamford Bridge to Hastings in four days is a tale as old as time But now it looks as though the march never happened www.thetimes.com/article/a4b9...

Warwick Mansell@warwickmansell.bsky.social · 5mo ago

This is super-interesting on the ongoing legal challenge against the government's Oak National Academy: www.publishers.org.uk/department-f...

Department for Education loses in High Court on expanding grounds in the Judicial Review on Oak National Academy

The Department for Education has today [24 February 2026] suffered a defeat in the High Court on the Judicial Review on the Oak National Academy. The High Court granted an application brought by The B...

publishers.org.uk

Stuart Rowntree@primarythink.bsky.social · 5mo ago

Oak’s value is access and coherence under constraint. But state made curriculum at scale without proper consultation risks centralising power, distorting the market and narrowing professional agency. Keep it lean, transparent, optional and evidence led.